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All Journal Cakrawala Pendidikan Jurnal Pendidikan dan Pengajaran Lingua Cultura English Review: Journal of English Education Edukasi: Jurnal Pendidikan dan Pengajaran Indonesian Language Education and Literature EDULITE: Journal of English Education, Literature and Culture LINGUA: Jurnal Bahasa dan Sastra Al-Jabar : Jurnal Pendidikan Matematika Panrita Abdi - Jurnal Pengabdian pada Masyarakat AL ISHLAH Jurnal Pendidikan IRJE (Indonesian Research Journal in Education) International Journal of Research in Counseling and Education Indonesian Journal of English Language Teaching and Applied Linguistics JOURNAL OF APPLIED LINGUISTICS AND LITERATURE JETL (Journal Of Education, Teaching and Learning) Voices of English Language Education Society Journal of English Education and Teaching (JEET) Journal of English Language Teaching Innovations and Materials (Jeltim) International Journal of English Education and Linguistics (IJoEEL) ABDIMASY: Jurnal Pengabdian dan Pemberdayaan Masyarakat Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP JOLLT Journal of Languages and Language Teaching Indonesian Journal of EFL and Linguistics Studies in English Language and Education Jurnal Pendidikan dan Pengabdian Masyarakat Jurnal Penelitian Pendidikan Indonesia Jurnal Pendidikan Progresif LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING

Sary Silvhiany

Universitas Sriwijaya

Author-ID : 3073141

Religion Aerospace Engineering Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Articles

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Cultural Representation in EFL Textbooks for the Seventh Graders: A Multimodal Analysis Fransiska Prihatiningsih; Ismail Petrus; Sary Silvhiany
Lingua Cultura Vol. 15 No. 1 (2021): Lingua Cultura
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v15i1.7319

The research aimed to investigate a types of cultures represented in the EFL textbooks for the seventh graders. Two EFL textbooks were analyzed: ‘When English Rings a Bell’ and ‘English on Sky 1’. The research applied a qualitative content analysis as method and Kress and van Leeuwen’s multimodal social semiotic approach as the technique of analyzing data. The result reveals that imbalances in the representation of cultural types exist. Source culture is represented more dominantly compared to target and international culture. It implies that both the authors and the publishers of the textbooks prioritize the learners’ identities construction and characters education rather than focus on the use of language as the lingua franca. Consequently, it could constrain the opportunities for learners to acquire international cultural knowledge and become successful intercultural communicators. Therefore, English teachers need to take an active role in selecting appropriate textbooks and adding supplementary materials or activities to patch up the shortcomings of the textbooks.

EFL Students’ Digital Literacy: Barriers to Development and Effective Web Application Programs Annisa Luthfia Dayu Rahmah; Eryansyah Eryansyah; Sary Silvhiany
Edukasi Vol. 8, No. 2, Dec 2021
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v8i2.9733

This study was a mixed method research which was aimed to examine EFL students' digital literacy skills, as well as the factors impacting their growth and effective web application programs for enhancing their digital literacy skills. This study was conducted at a state-owned university in South Sumatra Province where the participants involved were the sixth semester students of English Education Study Program students from the university. Questionnaires (adapted from Ravitz, 2014) and interviews were used to gather data for the study. The questionnaire data were collected and analyzed using Google form while the interview data were collected through Zoom meetings and were analyzed using thematic analysis. Based on the findings of this study, the vast majority of sixth semester English Education Study Program students were in good to excellent level of digital literacy. More than half of them believed that the lack of digital devices on campus was the most significant problem impeding their development of digital literacy abilities. Furthermore, the vast majority of the participants (90,3%) thought YouTube was the most influential web application program for improving their digital literacy skills.

International Students’ English Language Learning Experiences: Academic Literacy in Graduate School Sary Silvhiany
Jurnal Bahasa dan Sastra Vol 19, No 1 (2018)
Publisher : LINGUA: Jurnal Bahasa dan Sastra

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract: This case study explores the English language experiences and academic cultural adjustment of international doctoral students in the USA. Participants included three doctoral students from three different countries who are at different stages of their study. Using literacy memoir, interview, and email reponses as data collection methods, the study was aimed to un- derstand the factors affecting the students’ academic cultural adjustment. Thematic analysis re- veals that the students’ academic adjustment was influenced by their prior English language ex- periences which provided limited opportunities to develop language skills through meaningful communicative interactions. The different classroom culture and expectations had also affected the students’ academic literacy performance in their academic programs. Implications of the study highlights the need for university as the host institution of these international students to be more sensitive to different cultural capitals and the need for the sending countries to reform their curriculums to accommodate active English communication in the academic contexts.Keywords: cultural adjustment, academic literacy, international studentsAbstrak: Studi kasus ini mengeksplorasi pengalaman belajar bahasa Inggris dan penyesuaian budaya mahasiswa doktoral internasional di Amerika Serikat. Partisipan penelitian ini terdiri dari tiga mahasiswa doktoral yang berasal dari tiga negara dan yang berada pada tahap studi doktoral yang bervariasi. Menggunakan literacy memoir, interview, dan respon melalui surel sebagai metode pengambilan data, studi ini bertujuan untuk memahami faktor – faktor yang mempengaruhi penyesuaian budaya mahasiswa internasional. Analisis tematik menunjukkan bahwa penyesuain budaya mahasiswa internasioanl dipengaruhi oleh pengalaman belajar ba- hasa Inggris di negara mereka yang kurang memberikan kesempatan dalam membangun ket- erampilan melalui interaksi komunikatif yang bermakna. Implikasi penelitian ini menggaris bawahi pentingnya universitas penerima mahasiswa internasional untuk lebih sensitif terhadap perbedaan cultural capital yang dibawa oleh mahasiswa internasional dan perlunya negara pen- girim untuk mereformasi kurikulum mereka agar dapat mengakomodasi pembelajaran bahasa Inggris yang komunikatif dalam konteks akademik.Kata-kata Kunci: penyesuaian budaya, literasi akademik, siswa internasional

Critical Digital Literacies in Education 4.0: Preparing Students for the Uncertainties of Post-Truth World Sary Silvhiany
Jurnal Bahasa dan Sastra Vol 19, No 2 (2019)
Publisher : LINGUA: Jurnal Bahasa dan Sastra

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract: Industrial revolution 4.0 has brought forth the new drivers of change which include extreme longevity, the rise of smart machine and systems, computational world, new media ecology, super struc- tured organization, and globally connected world. Two of the prominent changes that greatly affect literacy education are the new media ecology and the digitally connected world. This paper focuses on how literacy is redefined by the advancement of digital technologies and the challenges of facing mis- information in the post-truth era. Based on the review of research on students’ ability to evaluate online information and assess the credibility of the sources, I offer recommendations for applying critical dig- ital literacies in all levels of education. Keywords: online information, critical digital literacies, post-truth Abstrak: Revolusi industri 4.0 mendorong pencetus perubahan, yang meliputi tingkat harapan hidup yang lebih panjang, munculnya mesin dan sistem pintar, dunia berbasis data komputasi, ekologi media terbaru, organisasi berbasis struktur super, dan dunia yang terkoneksi secara global. Dua agen peruba- han utama yang sangat berpengaruh pada pendidikan literasi adalah ekologi media terbaru dan dunia yang terkoneksi digital. Artikel ini berfokus bagaimana konsep literasi diredefinisikan oleh kemajuan teknologi digital dantantangan menghadapi informasi yang tidak benar dalam era post-truth. Berdasar- kan tinjauan riset mengenai kemampuan siswa dalam mengevaluasi informasi daring, dan kemampuan siswa dalam menilai sumber informasi, penulis memberikan rekomendasi mengenai aplikasi pembela- jaran digital critical literacies di semua jenjang Pendidikan. Kata-kata Kunci: informasi online, critical digital literacies, post-truth

Indonesian Teachers’ Professional Development Practices and Needs in Post Pandemic Education Sary Silvhiany
VELES Voices of English Language Education Society Vol 6 No 1 (2022): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v6i1.5265

COVID19 pandemic has affected education sector in multiple ways, particularly in how teachers and students interact in the formal schooling. While virtual teaching has been widely expected as the new normal in this unprecedented time, little is known about how teachers grapple with the realities of this new mode of teaching learning and what their professional development needs are in this context. This article explores teachers’ perspectives on their professional development needs in the post pandemic era through the qualitative survey conducted with 265 Indonesian teachers who taught English in the elementary school, middle school, high school, and college level. Findings of this study showed that teachers used various online platforms to facilitate the online learning. However, less than half of the teachers in this study considered their teaching online effective. The teachers’ main concerns regarding the online learning include their students’ inability to fully participate in online learning and that their online learning was not as effective as their face to face learning. The teachers relied on attending webinars as one of the ways to do professional development. They also joined teachers’ learning communities to discuss new innovation in English language teaching, to get teaching materials they needed, to collaborate with other English teachers, and to share ideas about teaching English. Implication of the study includes the need for creating a virtual space for teachers to learn and exchange ideas with other teachers as a form of continuing professional development.

Analyzing the Initiation- Response and Feedback Patterns and Its Impact on the Interaction between Teacher and Students in English Classroom Eka Barahma Putri; Machdalena Vianty; Sary Silvhiany
Indonesian Research Journal in Education |IRJE| Vol. 5 No. 2 (2021): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

This study was based on the phenomenon of classroom interaction in enhancing students’ language skills in English classes using the 2013 curriculum. This study investigated the dominant initiation- response and feedback [IRF] patterns and its impact on the interaction between the teacher and the tenth-grade students during classroom spoken discourse. This qualitative research involved a teacher of English and four classes. The data were collected via classroom observations and semi-structured interviews. The findings of the study showed that in the IRF pattern, the most dominant pattern was initiation. The teacher dominated the classroom during the lesson and the IRF pattern had positive impacts on students’ English when the teacher asked questions. The teacher needed to understand what questions students needed to ask to respond well because it must be in line with the 2013 curriculum, which places students at the center of learning. Teachers needed to use more various feedbacks from the IRF pattern. It can be seen from the observation that the teacher did not use feedback much when students responded to the initiation from the teacher because feedback is essential to increase student motivation, confidence, and evaluation.

Investigating Ideological Factors in Family Language Policy Rani Septi Sapriati; Soni Mirizon; Sary Silvhiany
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 6(1), May 2021
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

A family has a role in supporting bilingual or multilingual children. In acquiring English for instance, family language policy is likely to shape the development of children bilingualism or multilingualism. Through a qualitative study in a case study design, the language ideologies of two bi-/multilingual families in Palembang were investigated and explored. The participants of this study were the Zahra and the Najwa families who brought up their children in more than one language including English. The data were collected through ethnographic interviews with the parents, grandmother, and children. Thematic analysis was used in analyzing the data of this study. The raw data were coded and classified into categories to derive big major themes regarding ideological factors that shaped language policy. The derived themes were then interpreted descriptively. The results indicated that there were some ideological factors found that contributed to the shaping of the language policy of those two families, such as social values, economical values, political values, cultural values, parents' knowledge toward language acquisition, and bi-/multilingualism. The findings of this study suggest that families need to provide support for their children in their bilingual or multilingual journey. Furthermore, stakeholders and professionals should play a role in the choice of language used in education as well as provide considerable support and assistance for language policy in family domain

Critical Digital Literacy: EFL Students’ Ability to Evaluate Online Sources Sary Silvhiany; Siti Huzaifah; Ismet Ismet
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 6(1), May 2021
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

The advancement of Internet-based technologies and the new media ecology have contributed to the increased reliance on online sources in both the academic and the non-academic contexts. This study investigated how students evaluated the credibility of online information and the bias that might have influenced the content of the information. 152 EFL students responded to the online critical literacy assessment, which consisted of six tasks: evaluating the credibility of visual information, evaluating WhatsApp message, comparing and evaluating websites, distinguishing between news and sponsored content, evaluating the credibility of claim in a YouTube video, and evaluating an Instagram post. The results of the study showed that the students were easily deceived by the online information they read from various online media. They particularly struggled to detect the unsubstantiated claims from the YouTube video. Despite being a generation Z who frequently used social media and various online sources in their daily lives, the students could not critically evaluate the claims posted on these platforms. Implications of this study include the need to incorporate critical digital literacy in the language skill courses and deliberate exposure to strategies in evaluating online sources.

Raising Bilingual Children: an Exploration of Language Ideology and its Practices in an Indonesian Family Riza Yoga Indriani; Sary Silvhiany; Soni Mirizon
Indonesian Language Education and Literature Vol 7, No 1 (2021)
Publisher : Jurusan Tadris Bahasa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ileal.v7i1.8733

The role of parents' beliefs or ideology is one of the most important factors in promoting the strategies for encouraging children's bilingual development. This case study examined how the parents' beliefs influenced an effort to practice the languages at home. The data were obtained through observation, in-depth interviews, digital artefacts, and language portrait silhouettes with English-Indonesian bilingual parents, and three children at the age of 6 to 11. Nvivo12 Plus application was used to organize and code the data. The results revealed that the parents believed in the importance of laying language foundations at the golden age as this could lead to shaping confident bilingual children. Findings also highlight the influential factors in parental ideology, i.e. the changing era, parents’ experience, and the support from the extended family. Although parents chose a non-bilingual school for their children, they could practice English dominantly with children at home with a wide range of strategies. Kepercayaan atau ideologi orang tua merupakan salah satu faktor yang paling penting untuk mendukung strategi dan mendorong perkembangan bilingual anak-anak. Studi kasus ini bertujuan untuk meneliti bagaimana kepercayaan orang tua mempengaruhi upaya untuk mempraktekkan bahasa di rumah. Data diperoleh melalui observasi, wawancara mendalam, artefak digital, dan siluet potret bahasa dengan orang tua bilingual Inggris-Indonesia, dan tiga orang anak berusia 6 hingga 11 tahun. Selanjutnya, data tersebut disusun dan dikodekan dengan menggunakan aplikasi Nvivo12 Plus. Hasil penelitian ini menunjukkan bahwa orang tua mempercayai pentingnya meletakkan dasar bahasa pada usia emas karena hal ini dapat membentuk anak bilingual menjadi percaya diri. Hasil ini juga menunjukkan bahwa ada beberapa faktor yang memengaruhi ideologi orang tua, yaitu perubahan zaman, pengalaman orang tua, dan dukungan dari keluarga besar. Meskipun orang tua memilih sekolah non-dwibahasa untuk anak-anak mereka, mereka dapat berlatih bahasa Inggris secara dominan dengan anak-anak di rumah dengan berbagai strategi.

Probing Indonesian Teachers’ Learning Investment in Response to Educational Disruption: A Narrative Inquiry Masayu Lely Mutmainnah; Sary Silvhiany; Eryansyah Eryansyah
VELES Voices of English Language Education Society Vol 6 No 2 (2022): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v6i2.6242

Drawing upon the theoretical framework of investment and the methodological perspective of narrative inquiry, this article explores how English teachers from South Sumatra, Indonesia navigated the challenges of the sudden shift to online learning, how they positioned themselves in times of pandemic crisis professionally, and the perceived effects of their professional development participations. Data from the study include interviews, teachers’ digital artifacts, and teachers’ reflective writing. The critical incident analysis employed in this study sheds light on the challenges faced by English teachers in teaching online in the pandemic era including the unavailability of internet quota at home, teachers’ difficulties in teaching online, and the ability of teachers to adapt online teaching. Besides, the English teachers invested in continuing professional development by applying professional development activities such as; seminars, webinars, training, and workshop that were facilitated by the government and shared in the social group such as MGMP activities. Lastly, professional development was important for them since it affected their teaching online during a pandemic and their professional competency development and performance during online teaching activities. Implications are drawn out for school administration, governmental education departments, and teacher education institutions, as they need to coalesce to engage in more collaborative work to support teachers’ professional development.

Co-Authors Agustarina, Mitta Andika, Windi Dwi Annisa Luthfia Dayu Rahmah Azzahro, Fitri Rahmadona Cantika Putri Cecil Hiltrimartin Cecil Hiltrimartin Dara Zulaiha Dedi Kurniawan Eka Barahma Putri Ernalida Ernalida Ernawati Ernawati ERYANSYAH, ERYANSYAH Fanny Tifano Farahdina, Nuria Fransiska Prihatiningsih Hesti Wahyuni Anggraini, Hesti Wahyuni Hidayati, Rina Ida Sriyanti Ismail Petrus Ismet Ismet Ismet Ismet, Ismet Jasmine, Malihah Putri Khairunnisa, Fathia Khotimah, Arria Lestari, Tri Puja Machdalena Vianty Makmum Raharjo Malinda, Cindy Masagus Tibrani Masayu Lely Mutmainnah Masitoh Masitoh Masitoh Masitoh Maskana, Nurul Meilinda Meilinda Meilinda Meilinda Melly Ariska Mitta Agustarina Muhammad Ali Arif Murtadho Muhammad Wahyudi Mulyadi Eko Purnomo, Mulyadi Eko Nanda Nadya Nur Annisa Nur Annisa Nurhaliza, Salsabila Nurul Fauziah NURUL WAHYUNI Nuzula, Khalidatun Nyimas Aisyah Nyimas Aisyah Octavina, Cindy Putri, Astrid Yulinda Rani Septi Sapriati Razimona, Rizka Riski Aginia Hafizha Rita Inderawati Riza Yoga Indriani Rukiyah Sakilah Rahmadhani Silva, Solange Francielle Siti Huzaifah Sofendi Sofendi SOFENDI SOFENDI, SOFENDI Soni Mirizon Sri Safrina Sri Sumarni Taruni Suningsih Tita Ratna Wulan Dari Trilestari, Kuntum Yenni Anggraini

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